3.3 AI¶
GUEST SPEAKERS - Donn Koh and Megumi Iwata
AI
PROGRAMMING
Speaker Donn Koh¶
Donn Koh *Singapore professor Microsoft - creating the mouse Studying the use of generational AI in educational settings
HELLO - Hypersketch and STUCK Design Microsoft touch mouse, resporators, coffee machines, water bottles that clean themselves. Early Childhood Spaces - outdoor space that changes how teachers and students behave.
Hypersketch - AI software AI has completely entered all the design work that they do - when it fits it really accelorates a lot o projects.
The value of using it with students: * AI helps to overcome the fear of the blank sheet of paper * You can draw or write * If you play with AI long enough your realize that AI does not give you what you want. You can learn other things for example, like working with another person who has a different ideas. * It’s like bouncing ideas off of a team - generating lots of ideas.
Down sides: * Gives SO many ideas
It’s a bit counterintuitive - AI is trained to give you the correct answers of yesterday. There is a problem of innovation - answers for tomorrow.
Bag example - designing a bag (with holes and broken). It can give you many different bags so she used the idea that were generated to design a new bag. VERSA
It allows us to work quickly - images that can be created to help people visualize ideas that are not drawn.
After designing videos using AI you can collaboarate with others.
Example - marble run where marble travels up. Creating a common cube - Cubic Rythms
Must use it appropriately 1. Use it the way it’s supposed to be used 2. Use it in unexpected ways 3. To know when not to use AI
When things are physically involved or mechanical, AI doesn’t work. Multiple cause and effect and comples performances - AI doesn’t work that well. Evaluative assessment - human feedback.
When it’s easier to simply make something vs. tell AI what to do, make it yourself.
Links for Donn Koh, Hypersketch¶
Speaker Megumi Iwata¶
PHD Student - Doctor Researcher Generation AI - try to explain what are the implications for teachers and students when using AI.
Gereration AI - Targeting Finnish Basic Education Aim to develop age appropriate education for students Tools, methods and learning modules for K-12 students
Consortium - 3 universities
Tool 1 - Generation AI Teachable Machine Improved ability to use smart phones in the classroom safely.
Tool 2 - Social Media Emulator Like instagram - teaches how complanies are collecting your user data. Incredible tool!
Links for GenAI presentation¶
Generation AI (check this one)
Other Resources Shared¶
DuckDuckGo Github chaggbt typetone Poe tm.gen-ai huggingface goart openai
Weekly Assignment¶
Electronics & Programming: Collaboaration and Assessment¶
Collaboration with AI - What could be the next steps in this lesson?
I checked out the “Sequence Using Scratch” lesson from SCOPES-DF. This lesson focuses on teaching sequencing through block-based programming in Scratch, helping students understand how to structure steps logically in coding.
Next Steps in the Lesson If students have completed the core activities, here are some possible next steps:
1️⃣ Reflection & Discussion Ask students: What happens if a step is out of order? How does sequencing in Scratch relate to everyday tasks (e.g., making a sandwich, getting ready for school)? What challenges did they face, and how did they solve them? Have them explain their code to a partner to reinforce understanding. 2️⃣ Debugging Challenge 🛠️ Give students pre-made Scratch code with sequencing errors (e.g., a sprite moves before it appears). Ask them to identify and fix the mistakes. Encourage them to use step-by-step thinking to debug. 3️⃣ Expanding the Project 🚀 Challenge students to add more complexity: Add a loop (repeat action). Include conditional statements (if-then). Use multiple sprites interacting in sequence. 4️⃣ Real-World Connections 🌍 Relate Scratch sequencing to real-life algorithms, such as: Following a recipe. Writing step-by-step directions. Traffic lights changing in order. 5️⃣ Assessment & Sharing 📢 Have students present their Scratch projects to the class. Peer feedback: Students describe each other’s sequences and suggest improvements. Exit Ticket: Describe a sequence in your everyday life and how you could code it in Scratch.
Reflection:
1. Collaboration: I worked to learn Scratch for the first time. Ivan, my instructor, coached me, monitored my progress and provided me with feedback throughout the module. Most specifically, considering the time needed for the lesson and skills students would need in order to execute the activity impacted the steps of my lesson.
2. Instructional Challeneges: Considering student age, digital literacy skills and potential barriers to completing this lesson were critical in designing something that scaffolded the steps and icludied all learning styles.
3. Diversity: Understanding your population is critical to creating a robust and effe. tive lesson. Assessment at each step is critical to gathering qualitative data adn important feedback to individuals as they move through this lesson. The sprites and backgrounds allow for some diversity and one should also consider it with items students may connect with about ordering/sequencing.
4. Teacher Growth: I feel much more comfortable using technology in my lessons. In fact, I see it as an exciting and engaging resource that can be leveraged to target core learning objectves through technology. I have learned how to code and how to alter Sprites using technologies learned in previous modules.
5. AI Usage: I used AI as my collaborator. It helped me to gain insight into follow up lesson plans with more detail than I was anticipating. It provided me with detailed information regarding the tecnnology. A colleague can better understand your class demographics, executive funcioning challenges and push you to consider an alternative without direct prompting.